Reading That Unlocks Play: A Gamied Model for Functional Literacy in Community Technology Centers

Functional illiteracy remains a persistent structural barrier in Brazilian peripheral communities, disproportionately affecting youth from low-income households. This paper presents and theorizes the Reading That Unlocks Play (Portuguese: Leitura que Dá Jogo) model — a community-based initiative conceived at a lan-house (internet café) in a Brazilian periphery that converts digital gaming desire into a structured literacy incentive. Grounded in gamification theory, Self-Determination Theory (SDT), and community-based non-formal education frameworks, the model establishes a meritocratic exchange rate: for every 10 minutes of supervised, validated reading, participants earn 20 minutes of computer game time. Validation occurs through written summaries and oral retelling, fostering written expression, oracy, and critical comprehension simultaneously. The paper contextualizes the initiative within Brazil's digital divide, examines its operational mechanics through an evidence-based lens, critically evaluates the tension between extrinsic and intrinsic motivation, and proposes a scalable framework with measurable Key Performance Indicators (KPIs). Findings from the theoretical analysis suggest that when extrinsic rewards are designed as autonomy-supportive and competence-affirming, rather than controlling, they can serve as bridges toward durable intrinsic motivation for reading. Community Technology Centres (CTCs) are thus re-positioned as viable non-formal education nodes capable of narrowing the literacy gap in areas underserved by formal schooling.